Initial Steps Towards Becoming a Research-Engaged Primary School - PDF document

Initial Steps Towards Becoming a Research-Engaged Primary School • Action Research • Lesson Study • Journal Club Action Research Each year group is conducting a small-scale piece of Action Research. The focus for each project was chosen by the teachers, informed by: • The needs of the children • Individual areas of interest • Data and school-improvement. • EYFS: Improving children’s knowledge and understanding of the world • Year 1: Paired writing strategies • Year 2: Preventative interventions at transition times • Key Stage 2: Reciprocal reading strategies. As a two-form entry school, within each year group, one class receives the intervention, the other is the control. • September 2015: A twilight inset to introduce the idea of Action Research and start people thinking. • October 2015: Planning time given to teachers to decide on their projects. Year 5/6 and EYFS projects commenced. • November 2015: Action Research surgery. Teachers presented ideas and were helped to formulate them into research questions. Support was given in finding relevant background reading. • January 2016: Review meeting. All projects started, with impact measures determined. • To follow • April 2016: Initial impact assessment. Teachers to meet to discuss progress/ difficulties/ successes. • July 2016: Final project assessment. Jemima Rhys-Evans jrhysevans@charlesdickens.southwark.sch.uk

Initial Steps Towards Becoming a Research-Engaged Primary School Lesson Study “Lesson Study is a Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students’ learning. Using existing evidence, participants collaboratively research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert input to track and refine their interventions.” From the Teacher Development Trust website Three teachers from CDPS and 14 teachers across STSA (including 2 from a Special School) received training in leading Lesson Study from the Institute of Education. Two Lesson Study projects run in CDPS: • EYFS & KS1: Using outdoors learning to support Mathematical understanding • KS2: Developing confidence in problem-solving in Mathematics • Plus one in Evelina Hospital School: Mixed age teaching Autumn term: Leading Lesson Study training Teachers were identified and asked to think of an area to investigate. Spring term: Background reading (kyozai kenkyu) Lesson planning session (half a day) The Lesson and post-lesson meeting (half a day) Summer term: Cycles 2 & 3 Jemima Rhys-Evans jrhysevans@charlesdickens.southwark.sch.uk

Initial Steps Towards Becoming a Research-Engaged Primary School Journal Club A twice-a-term opportunity for school staff to meet and discuss an article, a piece of research or a chapter of a book related to education. Although non-compulsory, meetings are scheduled in the regular Tuesday afternoon PDM slot. If staff do not attend, they must do something else (and provide evidence of) to support their own CPD. Papers discussed so far: November: Jung-Sook Lee (2014) The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? , The Journal of Educational Research, 107:3, 177-185, DOI: 10.1080/00220671.2013.807491 February: Deans for Impact (2015). The Science of Learning . Austin, TX: Deans for Impact. Next steps: � Termly research round-ups � STSA TeachMeet � Larger scale funded research projects • For any further details please get in touch with me at: • jrhysevans@charlesdickens.southwark.sch.uk • http://www.charlesdickens.southwark.sch.uk • @CDPS_Southwark • http://southwarktsa.co.uk/ • @Southwark_TSA ¡ Jemima Rhys-Evans jrhysevans@charlesdickens.southwark.sch.uk